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IGNOU

Design and Facilitation of E-Learning Courses

IGNOU via Swayam

Overview

This course describes the foundations, processes, models and theories and instructional design in practice that have evolved from the basic systemic approaches for e-learning environment. Keeping in view the need of the learners, teachers and practitioners of e-learning, this course is planned, designed and developed to acquaint them with the design aspects of Instructional Design. This course is run over 12 weeks and requires 3 to 5 hours of time in each week. Learners will learn from video programmes of subject matter experts, web resources and pdf/ppt contents and also from peer interaction. Activities like quizzes, participation in discussion forums and short assignments helps the learners for better understanding of concepts. After completions of all required activities, learners will receive course completion certificate.Course Credit - 4

Syllabus


Introduction to the course (Welcome video clip)

2 Mins Welcome clip

30 Mins Introduction to course (outline)

Week 1: Foundations of Learning

Outcomes

Study Materials

Activity

Assessment

Able to

· define e-learning;

· understand the learning and Instructions;&

· Describe the learning theories.

· Theory into Practice Database, Available at http://tip.psychology.org/index.html

· Encyclopedia of Educational Technology, Available at http://coe.sdsu.edu/eet/

· Designing Online Learning by Sanjaya Mishra. Published by the Commonwealth of Learning. Available at http://www.col.org/SiteCollectionDocuments/KS2001-02_online.pdf

Discussion Forum

Quiz

Week 2: Foundations of Learning (cont..)

· Behaviourism

· Schools of Thoughts: Cognitivism

· Schools of Thoughts: Constructivism

· Schools of Thoughts: Connectivism

· Instructional Design Course of Master of Arts (Distance Education) of STRIDE, IGNOU.

· Instructional Technology:WikiBooks. Available at http://en.wikibooks.org/wiki/Instructional_Technology

Discussion Forum

Quiz

Week 3: Instructional Design Models and Theories

· Overview of Instructional Design

· Cognitive Load Theory

· Cognitive Flexibility Theory


Identifying a course and target audience (with need assessment)

Finalising the course and the target audience and their level

Week 4: Instructional Design Models and Theories (cont..)

· 4C-ID Model

· ASSURE Model

· ADDIE Model

· Dick and Carey Model

· Collaborative Learning


Identifying the instructional design model for the selected course

finalising the instructional design model for the selected course

Week 5: Instructional Design Models and Theories (cont..)

· Collaborative Learning

· Scenario-Based Learning

· Problem-Based Learning

· Top Down and Bottom up models in curriculum Development


Designing the learning environment for the selected course

finalising the learning environment for the selected course

Week 6: Instructional Design Processes

· Blooms Taxonomy

· Gagne’s Nine principles of ID

· Learners and Learning Styles

· Should we be using Learning Styles? What research has to say to practice.Available at http://www.lsda.org.uk/files/PDF/1540.pdf

Designing learning outcome for the selected course

finalising learning outcome for the selected course

Week 7: Instructional Design Processes(cont..)

· Vygotsky: Language of thought

· Banner-Memory and learning

· Learning Objectives

Discussion Forum

Quiz

Week 8: Computer Mediated Communication

· Concept Mapping

· Tools for Concept Mapping

· Technology Analysis for e-Learning

www.freemind .com

Designing concept map for the selected course

finalisingconcept map for the selected course

Week 9: Collaborative Learning

· Synchronous Online Learning and Tools for Synchronous Learning

· Asynchronous Online Learning and Tools for Asynchronous Learning

· 144 Tips for Synchronous E-Learning: Strategy+ Research, Ed by Bill Brandon. Published by the eLearning Guild in 2008. Available at http://www.elearningguild.com/content.cfm?selection=doc.1025

Critically analysis the

Collaborative learning

Assignment

Week 10: Collaborative Learning(cont..)

· Instructional support for collaborative learning

· Evaluation of Learning

· Structuring the online course

· Curtis, D.D., & Lawson, M.J. (2001). Exploring Collborative Online Learning, Journal of Asynchronous Leanring Networks, 5 (1), Available at http://www.aln.org/publications/jaln/v5n1/pdf/v5n1_curtis.pdf

· Smith, B.L., &McGreagor, J.T. What is Collborative Learning? Available at http://learningcommons.evergreen.edu/pdf/collab.pdf

Structuring the selected course

finalisingthe structure of the selected course

Week 11: Activities of Online Learning

· Online Tutoring: Skills and Competencies of Online Tutors

· e-Moderating, The Five Stage Model for Online moderation

· R2D2 (Read, Reflect, Display, Do) Model

· Online Tutoring eBook. Ed by Carol A. Higgison. Available at http://web.archive.org/web/20071212221227/otis.scotcit.ac.uk/onlinebook/

· Nachindila, B. (2007). The role of tutors in teaching of Online English for Business programmes in South Africa: A Case study, MERLOT Journal of Online Teaching and Learning, 3 (4), Available at

http://jolt.merlot.org/documents/nchindila.pdf

Discussion forum

Quiz

Week 12: Activities for Online Learning (cont..)

· Assessment and Evaluation

· Case studies

· Page: E-Moderating (2004) Ed 2. by Gilly Salmon. Published by Kogan London.

· E-tivities (2002) by Gilly Salmon. Published by Kogan Page: London.

· Empowering Online Learning (2008) by Curtis J. Bonk and Ke Zhang. Published by Jossey Bass: San Francisco.

· E-Learning Groups and Communities by David McConnell, (2006). OU Press/ McGraw Hill Education: Berkshire.

Discussion forum

Quiz

Taught by

Dr. G. Mythili Deputy Director Staff Training and Research Institute of Distance Education Indira G

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